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Can Item Keyword Feedback Help Remediate Knowledge Gaps?

Richard A Feinberg, Amanda L Clauser

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    Summary
    This summary is machine-generated.

    Item keyword feedback did not improve remediation for medical trainees. This study found no benefit for keyword feedback and noted potential for retaining misinformation, impacting professional development.

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    Area of Science:

    • Medical Education
    • Assessment and Feedback
    • Professional Development

    Background:

    • Formative assessment and feedback are crucial for guiding professional development in graduate medical education.
    • Item keyword feedback offers a method for formative use of assessment results when direct access to questions and responses is limited.

    Purpose of the Study:

    • To investigate if item keyword feedback aids learner remediation in a medical subspecialty context.
    • To evaluate the effectiveness of keyword feedback in improving trainee performance on in-training examinations.

    Main Methods:

    • 319 medical fellows completed in-training examinations in 2012 and 2013.
    • Performance on 2013 examination items was compared based on prior exposure to keywords from 2012 feedback.
    • Response patterns were analyzed for common items across both examinations to assess changes in answer selection.

    Main Results:

    • Increased preparation time did not correlate with improved performance on items with keyword exposure.
    • Analysis confirmed overall performance growth between the 2012 and 2013 examinations.
    • 58% of examinees who answered an item incorrectly on both attempts chose the same incorrect option.

    Conclusions:

    • Item keyword feedback was not effective in aiding remediation for medical trainees.
    • Evidence suggests that keyword feedback may contribute to the retention of misinformation among examinees.